The Effect Learning of PowerPoint and Excel on a unit of Statistics for the Achivements and Motivation of 8th Grade Students in Nablus District

This study aimed at exploring the effect of Teaching by using Excel Excel and PowerPoint Software on the Achivement of the eighth basic grade students in the Statistics Unit and their motivation towards it in Nablus city. More specifically, the study tried to find answers for the following two main questions: What is the effect of Teaching of Excel and PowerPoint Software on the Achivement of eighth basic grade students in Statistics Unit, and motivation towards statistics in Nablus District? To answer the question of the study and test it´s hypotheses, the study was implemented on a sample of (74) eighth grade students. Four sections were randomly selected and divided into two experimental groups and two other control groups. The experimental group studied the tainting material (Statistics Unit – Unit 4 of Mathematics textbook, Eighth Grade Student, First Semester( 2012/2013), using the computer, while the controlling group studies the same unit in a traditional method was according to the textbook. The researcher referred to the school grade notebook of the previous scholastic year 2011/2012 to establish equality between both experimental and controlling groups. Then he prepared a dimensional placement exam to measure students' assessment following the experiment. The exam was verified in terms of credibility by arbitrators and the calculation of its consistency by using Kuder Richardson Formula (21). The result was (0.79). Following this procedure, the researcher applied the motivation scale towards learning statistics with the help of the computer on the experimental group, and the motivation scale towards learning statistics in the traditional way on the control group. The procedure was verified in terms credibility by arbitrators and the calculation of its consistency by using Knoblauch Aloha Formula. The result was (0.73). After that, the data analyzed, using exam (C for two independent samples. The analyses came out with the following results: - Existence of the significant statistical difference at (a=0.05) between the average of experimental group students’ grades (73.19), who used the Power Point and Excel Programs during their studying, and the control students' group (61.62) who studied in the traditional way with regard to the total grade of the dimensional placement exam, and for the interest of the experimental group of students. - Existence of the significant statistical difference at (a=0.05) between the average of experimental group students’ grades (82.91), who used the Power Point and Excel Programs during their studying, and the control students' group (68.00) who studied in the traditional way with regard to the conceptual knowledge, and for the interest of the experimental group of students. - Existence of the significant statistical difference at (a=0.05) between the average of experimental group students’ grades (70.27), who used the Power Point and Excel Programs during their studying, and the control students' group (60.37) who studied in the traditional way with regard to the procedural knowledge, and for the interest of the experimental group of students. - Existence of the significant statistical difference at(a=0.05) between the average of experimental group students’ grades (69.88), who used the Power Point and Excel Programs during their studying, and the control students' group (56.75) who studied in the traditional way with regard to the problem solving, and for the interest of the experimental group of students. - Existence of the significant statistical difference at(a=0.05) between the average of experimental group students’ grades (4.68), who used the Power Point and Excel Programs during their studying, and the control students' group (3.73) who studied in the traditional way with regard to the motivation towards learning statistics, and for the interest of the experimental group of students. In the light of these outcomes, the researcher recommends to make use of the results of this study and Excel program due to the contribution of this program - according to the study - to the improvement of students' attainment, increasing their motivation towards learning mathematics. It is highly recommended to train the teachers of mathematics on Excel in order teach statistics to different school grades. This is because Excel provides strong support to mathematics curricula. The results of this study, as well as others similar ones, should be used to circulate the use of computers in teaching mathematics in UNRWA schools in Nablus an other schools in the region due to the greatest importance and ability of computers in raising the assessment level of student in mathemsatics, as well as the ability they have to push students' motivation in learning mathematics upward.